Who Drops out of Early Head Start Home Visiting Programs?

Autor/inn/en	Roggman, Lori A.; Cook, Gina A.; Peterson, Carla A.; Raikes, Helen H.
Titel	Who Drops out of Early Head Start Home Visiting Programs?
Quelle	In: Early Education and Development, 19 (2008) 4, S.574-599 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Mothers; Dropout Rate; Dropouts; Family Characteristics; Disadvantaged Youth; Home Visits; Child Development; Dropout Characteristics; Early Intervention; Young Children; Predictor Variables; Correlation; Parent Participation; At Risk Persons; One Parent Family; Limited English Speaking; Disabilities; Family Programs; Program Effectiveness; Minority Groups + Suchen Sie Ihr Suchwort? Mother; Mutter; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Benachteiligter Jugendlicher; Hausbesuch; Kindesentwicklung; Frühe Kindheit; Prädiktor; Korrelation; Elternmitwirkung; Risikogruppe; Single parent family; Ein-Eltern-Familie; Handicap; Behinderung; Family program; Familienprogramm; Ethnische Minderheit
Abstract	Research Findings: Early Head Start home-based programs provide services through weekly home visits to families with children up to age 3, but families vary in how long they remain enrolled. In this study of 564 families in home-based Early Head Start programs, "dropping out" was predicted by specific variations in home visits and certain family characteristics. It also was negatively related to several targeted program outcomes. Home visits to dropout families focused less on child development, were less successful at engaging parents, and had more distractions. Dropout families had more risks and changes of residence, were more likely to be headed by a single mother, and were less likely to have a mother with poor English skills or a child with a documented disability. Practice or Policy: Home visiting programs may be able to reduce dropout rates, and thereby increase the duration of services to each family, by keeping home visits engaging and focused on child development and also by individualizing to the specific needs of families at risk for dropping out. To keep families involved longer, home visiting programs should consider (a) planning home visits that are longer, more engaging for both parent and child, scheduled at a time when there are fewer distractions for the family; and (b) spending the majority of time on child development activities and topics. (Contains 8 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10